Tutorial Five: Video Production (Part Two)

My first fieldwork placement was set in an assessment, treatment and rehabilitation ward that specialised in rehabilitation in over 65's. Consequently the majority of patients that I worked with during the four weeks were elderly, and facing problems that many do in the later stages of their lives. Being exposed to not only the medical issues, but also the occupational issues that elderly commonly face has led me to investigate videos that concern elderly health, and the activities that older adults can engage in in order to facilitate the maintenance of their ever-developing occupational identity and be satisfied and engaged in their lives.

All this talk of technology, now here is proof that even the elderly are making use of I.T to keep their minds active and engage in meaningful occupation through electronic devices. This 100 year old women swears by her Nintendo DS, which plays on everyday and says keeps her mind active and her feeling young. The use of technology amongst the elderly is certainly becoming more common; even if it takes them a little while to get used to, many older people are recognising its benefits, such as using cellphones to keep in touch with family and friends easily.

There are many organisations for older people, such as Probus: an association of semi-retired and retired people who meet together in clubs to "keep their minds active, expand their interests and enjoy the fellowship of new friends" (YouTube, 2008). The video below from Probus includes interviews from members explaining how Probus is beneficial to their occupational lives.

Just because you get older, does not mean that you have to give up the occupations that have always loved, as this 91 year old water-skier displays. A skier for 50 years, Edith McAllister hoons away behind a jet boat no trouble at all. Of course, not all elderly remain in adequate fitness to participate in such physically demanding activities, but this lady is a great inspiration and goes to show that old age should not limit your occupational engagement, whether it be knitting, reading, or water-skiing!

Art as a meaningful occupation is used as the principle of Art Therapy, which is thought by many researchers and health professionals as an activity that can be used to improve the quality of life for older adults, even those who have dementia or Alzheimer's disease.

Here are two videos of the Tuesdays@4 performance troupe, a group of senior citizens using the  occupation of dance to socialise, have fun, express themselves, and show the world that even though they may be old, they still have moves!

References:

YouTube. (2012). 100 year old keeps sharp playing Nintendo DS. Retrieved on 27th April 2012

              from: http://www.youtube.com/watch?v=nawe7F8cZ_U

YouTube. (2009). Amazing 91 year old who slalom water skies daily 1. Retrieved on 27th April
              2012 from: http://www.youtube.com/watch?v=M8tQAdopfTo

YouTube. (2010). Beyond bingo: Art therapy for the elderly. Retrieved on 27th April 2012 from:
               http://www.youtube.com/watch?v=inTDrDax9pQ

YouTube. (2008). Probus. Retrieved on 27th April 2012 from: http://www.youtube.com/watch? 

               v=K3zcEF3p8Fo

YouTube. (2011). Senior Citizen Flash Mob! Tuesdays@4. Retrieved on 28th April 2012 from: 

              http://www.youtube.com/watch?v=Wuptqo31KiQ

YouTube. (2011). Tuesdays@4 Performance Troupe. Retrieved on 28th April 2012 from:
              http://www.youtube.com/watch?v=w8AtW3qLcKY

Tutorial Eight: Assistive Technology

Assistive Technology is an umbrella term that is proposed in the Assistive Technology Act of 1998 as referring to "products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain increase or improve the functional capabilities of individuals with disabilities" (Gerard, 2001). As these functional outcomes are the real measure of the success of assistive technology devices, the primary aim of all assistive technology is to provide an increase in functional capacity for the individual (Cook & Hussey, 2000). It is very important as an Occupational Therapist, or any service or organisation that directly assists the individual with a disability to select, acquire and use assistive technology devices, to acknowledge that every circumstance and individual is unique and therefore each application of assistive technology needs to be carefully tailored to the persons needs, skills, activities and context. As I.T and technological devices become more and more advanced, it is inevitable that so to will assistive technology, and therefore individuals with disabilities will continue to gain greater increases in their functional abilities.


One of the pieces of technology that we were introduced to in the assistive technology tutorial was the iPad; a portable tablet computer designed and marketed by Apple Inc., first released in 2010. The newest version of the iPad is sleek and light, at a height of 241.2mm, a width of 185.7mm a depth of 9.4mm and a weight of just 652g, a far cry from the first ever computer which measured 2.4 meters, by 0.9 meters by 30 meters and weighed 30 tonnes - you couldn't fit that in your backpack! At its cheapest, the iPad costs around $729.00 for a 16GB version, and $1029.00 for more storage in the 64GB version. The iPad is host to a huge range of functions, such as a 2048-by-1536 pixel retina display, multi-touch screen, a 5MP inbuilt camera with 1030p video recording capabilities of 60 frames per second, wireless internet capabilities and bluetooth connectivity - to name only a few. It also has a number of built in applications such a mail, music, maps and many more, with the ability to buy and download thousands more via the Apple app store.

The iPad is a fantastic piece of assistive technology that can increase the occupational engagement for the user in a number of different ways through use of its many features and functions. In the tutorial session, when I was having a go with all of the adaptive equipment, I found the iPad to be and extremely engaging and interesting piece of equipment and one that could certainly be utilised by occupational therapist in order to increase the fuctional abilities of a person with a disability. Because the iPads functions are ever expandable through the use of downloadable applications, it is a tool that could be used for a variety of different purposes and therefore cater for the wide range of unique users that it may have. Non-verbal clients can use the iPad and its simple touch screen interface to communicate their needs and wants. For example, in the tutorial, we were able to use an iPad app as a communication tool to communicate and give directions to others while making a smoothie, without actually having to verbalise. There are also numerous apps that help clients with learning, scheduling, and many other areas.

The below link is a website called O.T's with Apps, and is a helpful resource that gives tips and tricks on using the applications, as well as reviewing their use and recommending them for O.T practice.

http://otswithapps.wordpress.com/

Here is the Apple store list of applications that are useful for people with Autism, Down Syndrome and other special needs.

http://itunes.apple.com/nz/app/autism-apps/id441600681?mt=8

The above videos demonstrate how the use of an iPad and apps can make changes in the lives of those living with disabilities. In the first video, the little boy who can not verbally communicate is using the iPad to communicate which occupations that he wants to participate in, allowing him to be engaged in occupation that is meaningful to him, and therefore avoiding an state of occupational deprivation, where he is unable to do things that he wants to do due to a lack of ability to tell others. In the second video, the iPad is used as a tool that can increase the potential of people with autism, helping them to improve their occupational function and engagement in many areas. The use of assistive technology relates directly to the concept of occupational justice; that all members of society have a right to equally participate in their occupations, as it is often through the use of such technology that this humanistic principle can be fulfilled for individuals with disabilities.

References: 


Cook, A. M., & Hussey, S. M. (2000). Assistive technologies: principles and practice. St Louis: Mosby.


Gerard, D. (2001). What is assistive technology?. Retrieved from:  
                http://www.rehabtool.com/forum/discussions/1.html


YouTube. (2011). 2010 year of the iPad - focus on Austism. Retrieved 25th April 2012 from 
                http://www.youtube.com/watch?v=31yEs9itueE

YouTube. (2010). Child with special needs uses iPad to answer questions. Retrieved 25th April 2012
               from http://www.youtube.com/watch?v=0EulS1MTqDo

Tutorial Four: Video Production Sessions

Occupational Deprivation at Otago Polytechnic

In class we were put into groups and were required to make a short film relating to one of four concepts : occupational justice, occupational disruption, occupational transition, or occupational deprivation. My group chose occupational deprivation, which relates to the prevention of the person from performing their daily activities due to circumstances that are out of their control. We decided that focussing on access around the Polytechnic for people with disabilities would be relevant to the topic as well as achievable in relation to the resources and time that we had available. 

As a group we discussed and storyboarded the film, deciding on the use of an electric wheelchair, and several short scenes that emphasised occupational deprivation through lack of physical access around the Polytechnic, such as getting into the toilet cubicles, reaching for books in the library, and getting out of a building in the case of a fire. We also decided to shoot and edit the film in the style of a silent film, to make it more visually interesting for the viewer, and therefore be more effective in portraying our concept.

Tutorial Two: Occupational Engagement, Doing, Being, Becoming and Belonging.

Dance allows one to do, be, become and belong.

Dancing is a universal human occupation; it is an art form almost as old as humanity using movement of the body to express oneself. I have always loved to dance, however uncoordinated I may be; whether it is at a school disco or attempting to learn ballroom. I appreciate dance as a beautiful, intricate and skillful art form and wonder at the talents of professionals. During Fieldwork 2 I had the opportunity to participate in a weekly dance group with individuals with disabilities. Their incredible enthusiasm during these sessions emphasised just how important dance can be as a meaningful occupation and I therefore chose to investigate it further.

The concepts of doing, being, becoming and belonging are all integral to the philosophy of occupational therapy, because “together, they epitomise occupation” (Wilcock, 1998b). According to Hammel (2004), the notion of doing involves involvement in purposeful, goal-orientated activities. The ability to ‘do’ provides “structure, an affirmation of competence and enhanced feelings of self-worth through a sense of being valuable and capable” (Hammel, 2004, p. 301). Image 10 & 11 (Dancers in wheelchairs) shows that the ability to ‘do’ does not have to be compromised because of disability: adapted occupations still provide the same benefits and feelings of involvement. ‘Being’ is a more philosophical concept that is centrally concerned with the nature of existence. It is the time taken to reflect and introspective or meditative, rediscover the self, savour the moment, appreciate and contemplate art and music and enjoy being with special people (Hammel, 1998a, as cited in Hammel, 2004).  Image 4 (Royal ballet, swan lake) displays the occupation of dance as an art form that allows for humans to reflect upon and appreciate the beauty that can arise from occupation. ‘Becoming’ looks as life as a process, with our history and present contributing towards our ‘becoming’, and providing us with the ability to envisage our futures and explore opportunities in order to get us to where we wish to be. Image 8 (Billy Elliot) represents this concept: the visualisation of a future in the occupation of dance, and the necessary steps that will ultimately result in that achievement. ‘Belonging’ relates more specifically to social relationships, and emphasises the importance of social interaction, friendship, support and inclusion and feeling that ones life has value not only for oneself but for others also (Duggan & Dijkers, 1999, as cited in Hammel, 2004). Image 12 (Flash mob) epitomises the sense of unity, inclusiveness and friendship that dancing can provide.

Ethical considerations that I have made in relation to the images that I have chosen: ensuring that each image that I have sourced from online are appropriately referenced in full (on each slide), so that the original author of the material has credit and readers can easily access the original image. I took care in ensuring the online sources that I used were authentic and reliable and not using copyrighted material without permission. In my accompanying material I referred to my fieldwork placement, as it influenced my choice of occupation, but I made sure not to state names of people or places to ensure privacy.

References:

Hammell, K.W. (2004). Dimensions of meaning in the occupations of daily life.  Canadian Journal of Occupational Therapy, 71 (5).

Wilcock, A.A. (1998b).  Reflections on doing, being becoming.  Canadian Journal of Occupational 
         Therapy, 65, 248-256.   

PO1 Slideshow - Dancing.

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